ABSTRACT
The intention of this chapter is to provide a context for this study of gender and education. First, I present an overview of the geographical, social, cultural, economic, and political realms of both Nepal and the research site, Jiri Village Development Committee (VDC) at the time of this study.1 As discussed in Chapter One, all social institutions are gendered. Therefore, a summary of the existing various Nepalese institutions and their intricate connections to education are critical to the context of this study. Second, I outline national educational system policies and structures at the particular time of this research project. Third, I discuss educational access and participation in Nepal and Jiri with a focus on the role of gender. Finally, educational quality and its relationship to gendered education are discussed.
